[VOLUME 5 I ISSUE 3 I JULY – SEPT 2018] e ISSN 2348 –1269, Print ISSN 2349-5138 http://ijrar.com/ Cosmos Impact Factor 4.236 A Review of Teaching and Learning Skills in Ayurveda on Current Perspectives
Dr. Sushil Kumar Dubey1, Dr. Ramesh Kant Dubey2 & Dr. Anurag Pandey3 1Assistant Professor, Department of Kriya Sharir, Faculty of Ayurveda, Institute of Medical Sciences, Banaras Hindu University, Varanasi 2Lecturer. Deptt. of Swastha Vritta, Govt . Ayurvedic College & Hospital, Varanasi 3Assistant Professor, Department of Vikriti Vigyan, Faculty of Ayurveda, Institute of Medical Sciences, Banaras Hindu University, Varanasi
Received: June 15, 2018 Accepted: July 29, 2018
ABSTRACT Ayurveda is an ancient science of Indian origin. India has the rich heritage in the field of knowledge and education. The importance of ancient sciences such as Ayurveda and Yoga is being recognized and appreciated at national and international levels. Adhyayan (learning) and Adhyapan (teaching) are important aspects of education system. Ancient education system in India was based on Gurukul and Guru Shishya Parampara (Teacher-Disciple Tradition) which was also followed in Ayurveda. At present education system has been integrated with modern tools and technologies which are being incorporated in teaching and learning of Ayurveda. The modern learning styles include listening and reading, observing and imitating and doing while various teaching methodologies include lecture method, discussion method, demonstrations, field trips, panel discussions, group discussions, question answer method and so on. There is sufficient evidence in available ancient literature which indicate the prevalence of initial forms of the most of these learning and teaching methodologies in ancient time. The present paper deals with critical review of ancient and current skills of teaching and learning in Ayurveda.
Short Running Title: Teaching and Learning Skills in Ayurveda Keywords: Learning, Teaching, Adhyayan, Adhyapan,Guru Shishya Parampara
1. Introduction Ayurveda is regarded as one of the ancient most science of life in the world, which is having its root of origin in Vedas. Teaching and propagation of Vedas were dependent on Guru Shishya Parampara (Teacher-Disciple Tradition) wherein the knowledge was transmitted by teacher to the disciples directly by speech and hearing method that is why Vedas were also known as Shruti (gained by hearing) . The same method of teaching was also used for Ayurveda till the development of writing materials such as ink and paper made of Bhoja patra (Bark of Betula bhojpattra) .This lead to formation of Tantra such as Agnivesha Tantra and Samhita like Charaka Samhita. There has been gradual evolution of teaching and learning methodologies through historical periods i.e. pre Vedic period (Before 10000 B.C.), Vedic period (10000-500 B.C.), Samhita period (200 B.C.-400 A.D.), and medieval period (400 A.D. -1600 A.D.) and modern period (1600 A.D.to till date).
In pre Vedic period (Before 10000 B.C.), Human beings were in primitive stage of civilization .Human used to learn only from experiences and no language was developed.
In Vedic period (10000-500 B.C.) , language was well developed and knowledge from various experiences of different peoples was enhanced which was then converted in the form of mantras .Thus vast knowledge could be summarized and transmitted to next generation as Shruti.i.e. heard knowledge.
In Samhita period (200 B.C.-400 A.D.), Guru –Shishya Parampara/ “Gurukula” system of education was main way of teaching. A teacher or ‘Guru’ used to live with his family in a place called as “Gurukula” and trained the students.
Various Ayurvedic texts were written and Ashtang division of Ayurveda was done .Experts of various branches used to teach their disciples in Guru Shishya Parampara. Group discussions (Sambhasha) were important method of enhancing knowledge.
In medieval period (400 A.D. -1600 A.D.) , above methods of teaching were utilized but Muslim invasions in this period caused destruction of Indian education system.1
Research Paper IJRAR- International Journal of Research and Analytical Reviews 219헓 [ VOLUME 5 I ISSUE 3 I JULY– SEPT 2018] E ISSN 2348 –1269, PRINT ISSN 2349-5138 Teaching in modern period (1600 A.D.to till date) .This is the modern scientific era with advent of modern tools and technology. The Gurukula system of education had to suffer a setback during the medieval and colonial periods of Indian history.2
Presently, Ayurvedic education in India is regulated by central council of Indian medicine (CCIM) which with the prior approval of Government of India has prescribed minimum standard requirements (MSR) for Ayurveda Colleges. The MSR includes norms for infrastructure, teaching and training facilities, student –bed ratio, hospital departments etc.3
Various modern teaching methodologies include lecture method, discussion method, demonstrations, field trips, panel discussions, group discussions, question answer method and so on .4The root of all these resides in ancient teaching and learning skills.
2. Objectives 1. To study ancient skills of learning and teaching in Ayurveda. 2. To study modern skills of learning and teaching 3. To correlate ancient and modern view of learning and teaching
3. Materials and Methods The ancient teaching and learning methods available in Ayurvedic classical books were examined and literature regarding modern teaching and learning methods were also studied and collected from various books and internet .The methodologies of teaching and learning from both streams of knowledge were compared and critically analyzed.
4. Ancient Teaching and Learning Skills In Ancient India, the teaching and learning was based on “Gurukula” system of education which was also followed in Ayurveda.. A “Gurukula” was a place where a teacher or “Guru” and students lived together like family members. There were three ways for obtaining the knowledge and proficiency in the subject i.e. Adhyayanam (learning), Adhyapanam (teaching) and Tadvidya Sambhasha (discussions) with the learned persons.5
Before the learning (Adhyayan) process is begun, the disciple should examine the Shatra and Acharya and the one with the highest qualities should be selected. 1. Examination of the Shastra (Treatise)-The Shastra should be prepared and recognized by the experts of the concerned field. It should have well arranged matter, easy to understand and free from errors. 2. Examination of the Acharya (Teacher) –The teacher should have good theoretical as well as clinical and practical knowledge of the subject .He should have high moral character and no ego besides having good behavior with the disciples. After being satisfied with the Shastra (Treatise) and Acharya (Teacher) the scholar should start the study of the Discipline /Treatise by serving the teacher. 3. Method of learning /Study
After completing daily regime and rituals, the Shastra should be practiced regularly at appropriate place in sufficiently loud voice and suitable pronunciation in the morning, afternoon , evening and night.
Before teaching (Adhyapan) the teacher should examine the disciple. The Disciple should be obedient, laborious and should have high moral values, good conduct, good health having no infirmity. Thereafter teaching of the Shastra (treatise) should be started giving disciplinary instructions to the disciple after induction ceremony of the students. Shusruta has mentioned six qualities of a surgeon as Shauryam (courage),Ashu Kriya (quick action.), Shastrataikshyanam (sharp instruments), Aswedavepathu (no sweating or tremors in emergency ie should not be frightened ) , Asammohasha (must not become hopeless ) 6 as qualities of a surgeon .If students having these qualities are encouraged to study the surgery specialty; they will definitely become good surgeons.
The teacher should explain each Shloka (Sentences and words) with their meaning, the disciple should hear and learn them carefully.7 In Charaka Samhita it has been stated that a person Ayurveda should be able to explain the whole text, its different sections and chapters and specific topics in each chapter distinctly, and this is done by Vakyasha, Vakyarthasha, and Arthavayavasha. 1) Vakyasha - means reading the Sutra as it has been stated in the treatise. 220헓 IJRAR- International Journal of Research and Analytical Reviews Research Paper [VOLUME 5 I ISSUE 3 I JULY – SEPT 2018] e ISSN 2348 –1269, Print ISSN 2349-5138 http://ijrar.com/ Cosmos Impact Factor 4.236 2) Vakyarthasha – It is the meaning obtained after appropriate understanding and interpretation of a Vakya or sentence. 3) Arthavayavasha –These indicate the words which are difficult to understand and require special attention. 8 The different subjects included in the treatise should be learned from their respective experts. It is essential that the disciple should have fare knowledge about other basic subjects /treatise related to the main subject or treatise .A good scholar is supposed to have knowledge of multiple subjects. 9 The scholar was supposed to observe clinically and practically all the procedures and treatments performed by the teacher.
Experimental knowledge was also imparted to the medical scholars in the form of Yogya Karma (operative surgery) like Bhedan (incision) over bladder of dead animals, Bandhan karma (bandaging) on parts of a dummy and so on. 10
Once the teacher was satisfied with the theoretical and clinical knowledge as well operative efficiency of the scholar and getting permission from the Rular (Raja or administrator ) then only the scholar was allowed for Vishikhanupravesha (independent practice) .11
Sambhasha ( Discussion ) was a method of increasing knowledge in Parishad (Conferences) .Discussion was done with the men of his own profession .It helps to clarify the much obscure point and sharpens the mind of the scholar and ultimately helps to make expert of his field. It resembles with conferences of the present day. Sambhasha (Discussion may be friendly discussion or hostile with the purpose of defeating the opponent with the knowledge.12
In Ashtang Hridaya three terms have been mentioned in the context of learning ie Paatha, Avabodha and Anusthana. Paatha implies ‘to make by heart’ likewise repeated reading or reciting Shlokas. Avabodha means the pattern of understanding the Shastra. Anushthana means following the methods/guidelines as quoted in texts .Arunadutta in his commentary on Ashtanga Hrudaya Sutrasthana 1st Adhyaya explains the teaching methods and stated that a teacher should explain every verse with following points. (1) Padatah –Word to word.(2) Arthatah – Meaning of the word.(3) Prayojanatah – to explain Utility (4) Chodyatah – to raise Doubts/questions (5) Pariharatah – To clarify the doubts.(6) Sambandhatah – Relation with the aim.(7) Abhidheyatah – Subject matter to be explained .13
5. Modern Learning and Teaching Skills Learning is the relatively permanent change in a person’s knowledge or behavior due to experience.14 Learning styles include listening and reading, observing and imitating and doing. There are various methods for teaching such as lecture method, demonstrations, field trips, panel discussions, group discussions, question –answer method, role playing, and lecture with other activities like herbal diet plan according to the diseases with the cooking15 and so on. A. Lecture method The lecture is the words spoken by the instructor. It is a ‘verbal –symbol’ medium, offering a relatively passive and un-stimulating experience for learners. It is used by an expert to impart knowledge to a large group in a short period of time. It is easy and convenient to convey most information efficiently. 15
This method facilitates large-class communication .The lecturer should make constant efforts to find out student problems and engage the students to give verbal feedback. It helps to arouse interest in a subject if the teacher has effective writing and speaking skills. B. Demonstrations A demonstration is a carefully prepared presentation to show how to perform a skill or procedure .Here a procedure is carried out step by step before the audience. The clinical teaching in hospitals is based on demonstrations.16 These are illustrated lectures or presentations useful for psychomotor objectives and can be used to illustrate interpersonal skills, communication or counseling but it requires equipments and time. C. Field trips These permit the learners to experience sensory expressions which could never occur in classrooms or conference rooms. D. Panel Discussions These are short lectures by a variety of people .Each speaker concentrates on a single subtopic delivering a unique thesis and relating that thesis to the unifying objective.
Research Paper IJRAR- International Journal of Research and Analytical Reviews 221헓 [ VOLUME 5 I ISSUE 3 I JULY– SEPT 2018] E ISSN 2348 –1269, PRINT ISSN 2349-5138 E. Group Discussion In this method, individuals are active participants who learn by exchanging ideas through verbal responses in one to one or group setting. It is good for higher level cognitive and affective objectives.
These are conversations about a topic among two or more participants generally facilitated by a discussion leader.17
A discussion may be done after a presentation or a demonstration. Class discussions enhances student understanding, add context to academic content, broaden student perspectives, reinforce knowledge, build confidence, and support community in learning. It can be either facilitated by a teacher or by a student. The discussion may vary widely, depending on the subject matter and format of the course.18 F. Question –Answer Method In this method the teacher begins the lesion by some open –ended (that can not be answered by a simple ‘yes’ or ‘no’) question and the students are required to respond. G. Role Playing In this method the participants act out a situation in front of the rest of the group. The participants are given a situation described in detail and assigned a role to play. Role players and observers are aware of the general situation, but individual role players may be the only ones knowing the intricacies of individual roles .After completion of the role play it is discussed by the entire group. 19
6. Discussion Learning is a relatively permanent change which is usually brought about intentionally. It is the change acquired by developing a new skill, understanding a scientific law, changing an attitude. Teaching is a set of events, outside the learners which are designed to support internal process of learning. Teaching (Instruction) is outside the learner on the other hand learning is internal to learners. Learning is both a motive and behavior but only behavior is seen, learning is internal, performance is external. 20
Teaching and learning of Ayurveda in ancient times was based on Guru Shishya Parampara (Teacher- Disciple Tradition). The disciple used to learn directly from the teacher about the particular subject under his close supervision as a family member .Both theoretical and practical or clinical knowledge was imparted to the scholar and once the Guru got satisfied with his knowledge and experience then only he was given permission to practice his knowledge in the society. In a study Guru Shishya Parampara as a method of teaching has been found to be highly effective in current era also. When ancient method of Adhyayan (learning) and Adhyapan (teaching) and Sambhasha (discussion ) was used students improved decision making skill, co-ordination and developed interest in the subject. The repetition of topic helped to clear the basics and improve the level of confidence that helped them in clinical classes. Student assessment test record showed improvement in the academic performance of student.21
A lot of emphasis had been given on selection of treatise and then that of teacher in ancient times. The teacher was also expected to assess the qualities of a student before going to teach. These components of learning and teaching are present in current teaching practices also in the form of entrance test, selection of teachers by expert committees and proper framing of syllabus as per subject matter and level of the scholar which are nothing but the advancement of ancient methods.
Demonstrations help to raise student interest and reinforce memory retention because they provide connections between facts and real-world applications of those facts. Lectures, on the other hand, are often geared more towards factual presentation than connective learning. Lecture method as well as demonstration was used as a teaching method in ancient times. Lessons were taught to disciples by lecture method .In Charaka Samhita, it is mentioned that Bharadwaj taught Ayurveda to many Rishis willing for it .22
Use of demonstration method can be seen as Yogya Karma (operative surgery) like Bhedan (incision) over bladder of dead animals, Bandhan karma (bandaging) on parts of a dummy and so on in Shushruta Samhita.23
Only theoretical knowledge about medicinal plants24 is not desired but one should be proficient in their practical use also.Acharya charaka has advised to get practical knowledge of plants from people living in forests which is again example of field trip method of teaching.24 Discussion method has been used as different Sambhasha parishad like discussion about number of Rasa (taste) in chapter 26 of Sutra Sthana of Charak Samhita.25 .Question –answer method has been use many times in charak Samhita for in chapter 17 of Sutra sthana questions were asked by Agnivesha and answered by Atreya. 26.
222헓 IJRAR- International Journal of Research and Analytical Reviews Research Paper [VOLUME 5 I ISSUE 3 I JULY – SEPT 2018] e ISSN 2348 –1269, Print ISSN 2349-5138 http://ijrar.com/ Cosmos Impact Factor 4.236 Ayurveda suggest that in order to get expertise in a subject one should have the basic Knowledge of the concepts and other teaching and learning methods should be adopted which help to acquire more and accurate knowledge in the subjects while practical training should be provided for application of that knowledge. Study of a single science gives only limited understanding. Therefore one should also get knowledge of other sciences. Science, both theoretical and practical, should be learned from experienced teachers.27
Education pattern of Ayurveda at present is based on modern science, though its anatomy, physiology and other subjects contains its own Siddhant (basic concept) e.g. Tridosha, Panchmahabhuta. It is not possible to explain accurately the basic concept of Ayurveda on the basis of modern science, so it is essential for Ayurveda to develop its teaching learning skill according to its own need. At present post graduate teaching is available in about 14 specializations of Ayurveda which are based on the pattern of specializations of modern system of medicine and purely Ayurvedic specializations of Ashtanga Ayurveda such as Bhootavidya (Ayurvedic Psychiatry ) ,Rasayana (Geriatrics ) and Vajikarana (Aphrodisiacs and Eugenics ) have been neglected at higher study levels. In fact education in Ayurveda should be based on its own fundamental principles and divisions ie Shodasanga Ayurveda 28 ie (16 divisions of Ayurveda). It is recommended that teaching of Ayurveda in modern era should be integrative in nature whereby ancient as well as modern skills of teaching should be used simultaneously without distorting the ancient knowledge. Ancient method may be highly effective in learning of classical texts. Memorization of Shloka should be encouraged as Shloka help to remember large amount of information in few words. Studies have also proved beneficial effects of memorizing Shlokas from early life. MRI scans show that memorizing ancient mantras increases the size of brain regions associated with cognitive function .29 In order to get growth of Ayurveda as a great banyan tree its education system should be like a tree having root and branches alike and not like a tree having different roots and branches.
7. Conclusion Ancient learning and teaching skills were based on Guru Shishya Parampara (Teacher –Disciple tradition).In this system the disciple used to get knowledge under close supervision of the teacher. Adhyayan (learning), Adhyapana (teaching) and Tadvidya Sambhasha (discussions) were important ways of getting knowledge. The ancient methodologies of teaching were used in Ayurveda for centuries and were highly effective The scientific development in recent years has lead a lot of improvements in learning and teaching methodologies .It is desired that for perfect utilization of ancient knowledge, teaching and learning of Ayurveda should be integrative in nature involving ancient as well as modern methodologies without affecting its fundamental principles.
8. References 1. Dubey Ramesh Kant ,Singh S. K ,Application of Latest Techniques and Methodology of teaching in Ayurveda’published in Souvenir-National Seminar on Emerging Trends in Education and Research in Ayurveda, R.G.S.C. Barkachha,BHU, 28 March 2011 PP.89-90. 2. Svoboda RE, Ayurveda—Life, Health and Longevity, The Ayurvedic Press, Albuquerque, NM, USA, 2004;5. 3. MSR AYURVEDA downloaded from https://ccimindia.org/rul-reg-msr-2016-9-7 dated 28 July 2018. 4. Downloaded from https://en.wikipedia.org/wiki/Teaching_method on 28 July 2018 5. Sharma R.K. & Dash Bhagawan, Eng. Translation on Charaka Samhita, Chowkhambha Sanskrit Series Office, Varanasi, 2009.Viman Sthan Chapter 8/6 6. Shastri Ambika Datt, Sushruta Samhita by Maharishi Sushruta with Ayurveda Tattva Sandipika Commentary by, Chaukhambha Sanskrit Sansthan, Varanasi, Eleventh Edition, Vol.1 ,1997. Sutrasthana,Chapter 5/10 7. Sharma R.K. & Dash Bhagawan, Eng. Translation on Charaka Samhita, Chowkhambha Sanskrit Series Office, Varanasi, 2009 ,.Viman Sthan Chapter 8/3-8 8. Sharma R.K. & Dash Bhagawan, Eng. Translation on Charaka Samhita, Chowkhambha Sanskrit Series Office, Varanasi, 2009.Sutra Sthan Chapter 30/16 9. Shastri Ambika Datt, Sushruta Samhita by Maharishi Sushruta with Ayurveda Tattva Sandipika Commentary by, Chaukhambha Sanskrit Sansthan, Varanasi, Eleventh Edition, Vol.1 ,1997. Sutrasthana,Chapter 4/7 10. Ibid Sutrasthana,Chapter 9/4 11. Ibid Sutrasthana,Chapter 10/3 12. Sharma R.K. & Dash Bhagawan, Eng. Translation on Charaka Samhita, Chowkhambha Sanskrit Series Office, Varanasi, 2009.Viman Sthan Chapter 8/15 13. Ashtanga Hridaya of Vagbhatta with Sarvanga Sundari, commentary by Pt. Vaidya Lal Chand Shastri, Motilal Banarsidas, First Edition (Rep.1977). Uttar Sthan Chapter 40/82
Research Paper IJRAR- International Journal of Research and Analytical Reviews 223헓 [ VOLUME 5 I ISSUE 3 I JULY– SEPT 2018] E ISSN 2348 –1269, PRINT ISSN 2349-5138 14. From Learning in Encyclopedia of Educational Research, Richard E. Mayer (https://en.oxforddictionaries.com/definition/teach) 15. Mamta et.al, dietetics for healthy life - an Ayurvedic over view published in world journal of pharmacy and pharmaceutical sciences volume 2, issue 3, 1044-1055 16. Park.k park’s text book of preventive and Social Medicine by K.Park; Banarsi Das Bhawan Publishers, Press Nagar, Jabalpur, M.P, 15th edition 2007.PP 717 17. Background Document 2012-13 ,Course on Training Technology for Ayush Faculty Members,Deptt.of Education and Training ,NIHFW ,MUNIRKA ,NEW DELHI ,PP.15- 18. Downloaded from https://en.wikipedia.org/wiki/Teaching_method on 28 July 2018 19. Background Document 2012-13 ,Course on Training Technology for Ayush Faculty Members,Deptt.of Education and Training ,NIHFW ,MUNIRKA ,NEW DELHI ,PP.15-21 Sharma R.K. & Dash Bhagawan, Eng. Translation on Charaka Samhita, Chowkhambha Sanskrit Series Office, Varanasi, 2009. Sutra Sthan Chapter 1/120-121. 20. Ibid, Sutra Sthan Chapter 26/3-8. 21. ‘Introduction To Concepts Of Teaching And Learning’ By Dr. A. H. Sequeira National Institute of Technology Karnataka, Surathkal, India Electronic copy available at: http://ssrn.com/abstract=2150166 22. Ramteke RD , Tawalare KA et al , Ancient Teaching Learning Method - Guru Shishya Parampara, JETHS- Volume 2 Issue-1 January-April 2015 23. Sharma R.K. & Dash Bhagawan, Eng. Translation on Charaka Samhita, Chowkhambha Sanskrit Series Office, Varanasi, 2009. Sutra Sthan Chapter 1/26-27. 24. Shastri Ambika Datt, Sushruta Samhita by Maharishi Sushruta with Ayurveda Tattva Sandipika Commentary by, Chaukhambha Sanskrit Sansthan, Varanasi, Eleventh Edition, Vol.1 ,1997. Sutrasthana,Chapter 9/4. 25. Anurag et.al. Antidepressant drugs in india with special references to Indian herbal plants, published world journal of pharmacy and pharmaceutical sciences, volume 2, issue 4, 2279-2290 26. Ibid, , Sutra Sthan Chapter 17/3-7. 27. Narayan J. Teaching reforms required for Ayurveda. J Ayurveda Integr Med. 2010 Apr-Jun; 1(2): 150–157. 28. Priya Vrata Saharma -Essentials of Shodasang Hridayam –Motilal Banarasi Das , Delhi,1993 29. Downloaded from https://blogs.scientificamerican.com/observations/a-neuroscientist-explores-the-sanskrit- effect/ on 6 August 2018.
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